Pedram Kimberly, Marcelo Carolyn, Paletta-Hobbs Laura, Meadors Evan, Dow Alan
Internal Medicine, Division of Hospital Medicine, Virginia Commonwealth University, Richmond, VA, USA.
Med Teach. 2024 Feb;46(2):183-187. doi: 10.1080/0142159X.2023.2252602. Epub 2023 Sep 1.
While feedback is essential for learning in the health professions, clinical teachers rarely get feedback on their teaching, and the existing feedback is often non-specific and distant from teaching encounters. To enhance clinical teaching, we created a peer assessment program for clinical faculty. This program has been well-received and sustained for five years despite the challenges of faculty turnover and the pandemic. In this article, we identify twelve tips for creating and sustaining a peer assessment program for clinical faculty based on this experience. These tips focus on how to create a culture that supports peer assessment, on how best to implement a peer assessment program in practical terms, and on how to sustain a peer assessment program long-term. We hope these tips help educators receive better feedback about their clinical teaching and improve the future care delivered by our learners.
虽然反馈对于卫生专业的学习至关重要，但临床教师很少得到关于其教学的反馈，而且现有的反馈往往不具体，与教学实践脱节。为了加强临床教学，我们为临床教师创建了一个同行评估项目。尽管面临教师更替和疫情的挑战，该项目还是受到了广泛欢迎并持续了五年。在本文中，我们根据这一经验，总结了十二条关于创建和维持临床教师同行评估项目的建议。这些建议聚焦于如何营造支持同行评估的文化，如何在实际操作中最好地实施同行评估项目，以及如何长期维持同行评估项目。我们希望这些建议能帮助教育工作者获得关于其临床教学的更好反馈，并改善我们的学习者未来提供的护理服务。
